16) In promoting your school, what level of emphasis do you place on the school's benefits to students and families? Please respond by rating each benefit. -- A disciplined and orderly learning environment (BENEFIT1)

18) In promoting your school, what level of emphasis do you place on the school's benefits to students and families? Please respond by rating each benefit. -- Drug-free and safe school community (BENEFIT3)

19) In promoting your school, what level of emphasis do you place on the school's benefits to students and families? Please respond by rating each benefit. -- Religious literacy and learning (BENEFIT4)

21) In promoting your school, what level of emphasis do you place on the school's benefits to students and families? Please respond by rating each benefit. -- Development of sense of justice and social concern (BENEFIT6)

22) In promoting your school, what level of emphasis do you place on the school's benefits to students and families? Please respond by rating each benefit. -- Participation in a faith community (BENEFIT7)

23) In promoting your school, what level of emphasis do you place on the school's benefits to students and families? Please respond by rating each benefit. -- Acceptance of students of various faiths (BENEFIT8)

33) In the past twelve months, related to your professional development, how much time have you spent in reading and/or attending conferences, seminars, workshops, etc. in each of the following subject areas? -- Religious education (INTRST1)

34) In the past twelve months, related to your professional development, how much time have you spent in reading and/or attending conferences, seminars, workshops, etc. in each of the following subject areas? -- Issues related to nonpublic schools (INTRST2)

35) In the past twelve months, related to your professional development, how much time have you spent in reading and/or attending conferences, seminars, workshops, etc. in each of the following subject areas? -- Contemporary social issues (INTRST3)

36) In the past twelve months, related to your professional development, how much time have you spent in reading and/or attending conferences, seminars, workshops, etc. in each of the following subject areas? -- Instructional technology (INTRST4)

37) In the past twelve months, related to your professional development, how much time have you spent in reading and/or attending conferences, seminars, workshops, etc. in each of the following subject areas? -- Psychology/sociology (INTRST5)

38) In the past twelve months, related to your professional development, how much time have you spent in reading and/or attending conferences, seminars, workshops, etc. in each of the following subject areas? -- Educational research (INTRST6)

39) In the past twelve months, related to your professional development, how much time have you spent in reading and/or attending conferences, seminars, workshops, etc. in each of the following subject areas? -- Contemporary Church reform issues (INTRST7)

40) In the past twelve months, related to your professional development, how much time have you spent in reading and/or attending conferences, seminars, workshops, etc. in each of the following subject areas? -- Ecumenical studies (INTRST8)

41) In the past twelve months, related to your professional development, how much time have you spent in reading and/or attending conferences, seminars, workshops, etc. in each of the following subject areas? -- Educational theory/practice (INTRST9)

42) In the past twelve months, related to your professional development, how much time have you spent in reading and/or attending conferences, seminars, workshops, etc. in each of the following subject areas? -- Multicultural issues (INTRST10)

48) In the training of catechists/religion teachers, which of the following descriptions apply to your diocese? -- Certification is primarily a self-study/examination process with training available as a supplement. (TRAIN4)

50) In the training of catechists/religion teachers, which of the following descriptions apply to your diocese? -- Training courses follow a general outline with specific contents determined by the presenters. (TRAIN6)

51) In the training of catechists/religion teachers, which of the following descriptions apply to your diocese? -- Presenters in training courses are themselves briefed in detail on the course contents. (TRAIN7)

52) In the training of catechists/religion teachers, which of the following descriptions apply to your diocese? -- The diocese simply selects the best available trainers and leaves the program up to them. (TRAIN8)

53) In the training of catechists/religion teachers, which of the following descriptions apply to your diocese? -- The diocese has an ongoing task force that plans and updates the catechist training program. (TRAIN9)

54) In the training of catechists/religion teachers, which of the following descriptions apply to your diocese? -- The diocese has collaborated with other dioceses or national organizations in developing its training program. (TRAIN10)

55) In the training of catechists/religion teachers, which of the following descriptions apply to your diocese? -- The catechist training program in this diocese is one of the best in the country. (TRAIN11)

58) In reviewing textbooks, materials, and new programs for religious education, what approach does your diocese take? -- A task force is established as needed to select textbooks and other materials (TEXTBK3)

67) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Discrepancy between the way most classes are taught and the way young people learn today (ISSUE1)

68) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Discrepancy between the way most classes are taught and the way adults learn (ISSUE2)

69) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- The scarcity of family-focused learning programs (ISSUE3)

70) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- The lack of top-quality video presentations as a basic classroom tool for catechists/religion teachers (ISSUE4)

71) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- The lack of top-quality print and video materials for the training of catechists nationwide (ISSUE5)

72) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Need for top-quality text and video materials at the youth and adult levels (ISSUE6)

73) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- An emphasis on current issues more than on traditional teachings (ISSUE7)

74) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- The quantity and quality of assistance and materials provided to catechists (ISSUE8)

75) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- The absence of market incentives for publishers to develop quality materials for Hispanic and multicultural programs (ISSUE9)

76) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Inadequate recognition of value conflicts experienced by language-minority families and children (ISSUE10)

77) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- The development of secure and financially viable careers for lay persons in Church ministry (ISSUE11)

78) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Selection of diocesan educational leaders without regard to their theological qualifications (ISSUE12)

79) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Dwindling pool from which to recruit parish directors of religious education with appropriate theological and ministerial preparation (ISSUE13)

80) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Absence of a national approach to the certification of catechists/religion teachers (ISSUE14)

81) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- An absence of clear goals/objectives for Catholic religious education at the various levels (ISSUE15)

82) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- A need to shift major attention from youth to adult religious education (ISSUE16)

83) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- The absence of uniformity in religious education within and among dioceses (ISSUE17)

84) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- The need for more and better research in religious education (ISSUE18)

85) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- The need for assessment tools and processes to evaluate local programs (ISSUE19)

86) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- The impact of the Church's financial crises on religious education (ISSUE20)

87) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Widespread perception that religious educational/catechetical programs can be offered at no significant cost (ISSUE21)

88) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Lack of a widely shared vision of what makes up the catechetical ministry (ISSUE22)

89) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Lack of broad agreement on the priorities of the religious educational mission (ISSUE23)

91) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- The general perception of the Church as out of touch with the times (ISSUE25)

92) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Disillusionment from the perception that Vatican II delivered fewer real changes than expected (ISSUE26)

93) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- The impact of child abuse concerns on working with youth (ISSUE27)

94) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Lack of a widely shared understanding among Catholics about the mission of the Church (ISSUE28)

95) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Need for theological and ministerial preparation for lay parish ministers (ISSUE29)

96) Listed below are possible issues or problems facing religious education today. You are asked to rate each possible issue or problem in terms of its seriousness or importance. -- Need in some areas for small ecclesial communities as alternatives to traditional parishes (ISSUE30)

97) One purpose of this study is to contribute to planning for the future of Catholic religious education. Sketched briefly here are several possibilities or new approaches. Please give your rating on each of these possibilities. -- Home Video/Family Discussion Approach: A parent would lead a family discussion periodically on a religious/moral theme. To assist this discussion, a top-quality video including print materials/discussion guides on the subject would be rented from the parish and shown on a VCR, provided, if needed, by the parish. (APPRO1)

98) One purpose of this study is to contribute to planning for the future of Catholic religious education. Sketched briefly here are several possibilities or new approaches. Please give your rating on each of these possibilities. -- Regional Team Approach: Parents whose children/youth are in Catholic schools would sign up their children/youth for 2-3 intensive one-day sessions per year. These small-group sessions (30-40 students) would be intensive, well-designed sessions conducted with top-quality presentation/video materials in a well-equipped facility. Each four-member regional catechetical team would work full time in the preparation and delivery of these sessions (40 per year). The costs would be paid for chiefly by parent fees. (APPRO2)

99) One purpose of this study is to contribute to planning for the future of Catholic religious education. Sketched briefly here are several possibilities or new approaches. Please give your rating on each of these possibilities. -- Adult Video Discussion Series: Adult discussion groups or couples at home would view a video series. The videos and accompanying print materials would examine issues and themes relating Catholic doctrine and principles to contemporary situations, often in a case-study format. (APPRO3)

100) One purpose of this study is to contribute to planning for the future of Catholic religious education. Sketched briefly here are several possibilities or new approaches. Please give your rating on each of these possibilities. -- Family-Focused Sacramental Preparation: Catholic school staff would prepare parents of young children to assume the ministry of preparation of families for the Sacraments of Penance and Eucharist. Preparation for this ministry would include understanding of history and theology of the sacrament, preparation of the liturgical celebration, catechetical considerations, and home activities to supplement catechesis. The vehicle for preparing parents would be small-group sessions facilitated by lead parents. (APPRO4)

101) One purpose of this study is to contribute to planning for the future of Catholic religious education. Sketched briefly here are several possibilities or new approaches. Please give your rating on each of these possibilities. -- Parish High Tech Learning Centers: Parish or regional 'high-tech' interactive learning centers staffed with well-prepared catechists would operate after school and on evenings and weekends (using computer-based scheduling) with small-groups of students. These facilities would operate 40 weeks per year. Students would learn basic religious concepts, explore religious values and applications, and receive personal feedback on their views/learning including printouts they could share with their parents. The centers would have 5-10 microcomputers and a room set up for small-group (5-10) interactive video-disk instruction with a key pad for every student. Students (parents) would pay a per-use fee and schedule, on average, one session per month. (APPRO5)

102) One purpose of this study is to contribute to planning for the future of Catholic religious education. Sketched briefly here are several possibilities or new approaches. Please give your rating on each of these possibilities. -- National Program for New Technology: The U.S. Bishops would establish a National Religious Education Consortium funded in the range of $5 million-$8 million a year by advance diocesan subscriptions and a national collection in parishes on Catechetical Sunday. This consortium would plan and develop a top-quality video-based religious education program by funding proposals submitted by commercial firms responding to a competitive bidding procedure. (APPRO6)

103) One purpose of this study is to contribute to planning for the future of Catholic religious education. Sketched briefly here are several possibilities or new approaches. Please give your rating on each of these possibilities. -- Event-Oriented Religious Education: Supplementing the regular religion program, schools would offer event-based programs in which short periods (10 to 12 weekly sessions) of more intensive instruction would prepare students for coming events, such as First Communion, Confirmation, Moving Ahead in Your Life (Entering Middle School/Junior High), Increasing Personal responsibility (Entering High School), Examining Life Choices (Leaving High School). (APPRO7)

104) One purpose of this study is to contribute to planning for the future of Catholic religious education. Sketched briefly here are several possibilities or new approaches. Please give your rating on each of these possibilities. -- Lectionary-Based/Liturgical Approach: In school religion classes, children would receive their instruction in the context of a separate Children's Liturgy of the Word each Sunday throughout the year. The content of the instruction would be based on the Lectionary Readings for the Church year. (APPRO8)

105) One purpose of this study is to contribute to planning for the future of Catholic religious education. Sketched briefly here are several possibilities or new approaches. Please give your rating on each of these possibilities. -- Youth Activities Approach: In place of traditional weekly classes for high school age youth, parish religious education would take the form of a youth ministry in which students meet periodically in an informal group format for socializing, service activities, group discussions, group prayer, and group counseling. Major aspects of religious education (sacraments, morality, scripture) would be included in the group discussions. Students would be actively involved in planning and conducting these youth ministry sessions under the supervision of a well-prepared youth minister. (APPRO9)

106) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Has a clear faith identity (QUAL1A)

107) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Has a clear faith identity (QUAL1B)

108) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Considers him/herself a disciple of Jesus (QUAL2A)

109) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Considers him/herself a disciple of Jesus (QUAL2B)

110) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Is committed to the proclamation of the Gospel (QUAL3A)

111) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Is committed to the proclamation of the Gospel (QUAL3B)

112) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Values participation in meaningful celebrations of the liturgy (QUAL4A)

113) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Values participation in meaningful celebrations of the liturgy (QUAL4B)

114) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Gives witness to charity and service (QUAL5A)

115) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Gives witness to charity and service (QUAL5B)

116) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Has an attitude of conversion (QUAL6A)

117) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Has an attitude of conversion (QUAL6B)

118) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Is committed to the transformation of family life in the light of the Gospel (QUAL7A)

119) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Is committed to the transformation of family life in the light of the Gospel (QUAL7B)

120) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Is committed to the transformation of society in the light of the Gospel (QUAL8A)

121) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Is committed to the transformation of society in the light of the Gospel (QUAL8B)

122) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Is committed to the transformation of one's working life in the light of the Gospel (QUAL9A)

123) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Is committed to the transformation of one's working life in the light of the Gospel (QUAL9B)

124) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Understands the great themes of the Christian religion (God, Trinity, Christ, Church, etc.) (QUAL10A)

125) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Understands the great themes of the Christian religion (God, Trinity, Christ, Church, etc.) (QUAL10B)

126) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Is well-versed in the moral/ethical implications of the Christian vision (QUAL11A)

127) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Is well-versed in the moral/ethical implications of the Christian vision (QUAL11B)

128) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Shows an ability to evaluate aspects of the sociocultural order and changes in today's world in the light of faith (QUAL12A)

129) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Shows an ability to evaluate aspects of the sociocultural order and changes in today's world in the light of faith (QUAL12B)

130) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Periodically reads and reflects on sacred scripture (QUAL13A)

131) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Periodically reads and reflects on sacred scripture (QUAL13B)

132) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Is knowledgeable about key elements in the Church's history (QUAL14A)

133) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Is knowledgeable about key elements in the Church's history (QUAL14B)

134) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Is knowledgeable about the key elements in the Church's social doctrine (QUAL15A)

135) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Is knowledgeable about the key elements in the Church's social doctrine (QUAL15B)

136) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Recognizes and values linguistic and cultural differences in the church community (QUAL16A)

137) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Recognizes and values linguistic and cultural differences in the church community (QUAL16B)

138) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Is willing to address questions that challenge one's faith (QUAL17A)

139) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Is willing to address questions that challenge one's faith (QUAL17B)

140) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Has a particular awareness of his or her own value and dignity as a human being (QUAL18A)

141) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Has a particular awareness of his or her own value and dignity as a human being (QUAL18B)

142) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Has a practical spirituality for today's world (QUAL19A)

143) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Has a practical spirituality for today's world (QUAL19B)

144) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Seeks opportunities for ecumenical encounters and discussions (QUAL20A)

145) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Seeks opportunities for ecumenical encounters and discussions (QUAL20B)

146) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Can communicate the content of faith to others (QUAL21A)

147) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Can communicate the content of faith to others (QUAL21B)

148) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. You are asked to read through the entire list of qualities and rate each one compared to the others in terms of the importance of that quality in Catholic life. -- Participates actively in the life of the Church (QUAL22A)

149) The following is a list of the qualities of Catholic adults who embody the intended outcomes of catechesis. All of these qualities are important. For each quality, please indicate whether or not, in your judgment, that quality can be fostered/developed in religious education programs. -- Participates actively in the life of the Church (QUAL22B)